Response to Intervention (RTI) is a way for schools to support all students, including students who may show signs of being struggling learners. Response to Intervention allows students to have their instructional needs met at a level appropriate for their skills and abilities. The ultimate goal for all students in the Houston Independent School District is to be successful. The RtI approach helps campuses and their students work toward achieving that goal. For more information on RtI, click here.

Child Find (34 CFR § 300.111 Child Find) refers to a federal law that requires that evaluations of children suspected of having a disability are not delayed or denied. If a student is suspected of having a disability, the student should be referred for evaluation for special education services. The evaluation process supersedes the RtI model for students that need evaluation. HISD has systems in place to locate, evaluate, and identify students with disabilities transitioning from Early Childhood Agencies (ECI) and those ages 3 to 21. If you suspect that your child has a disability, please contact your child's school or Evaluation Services. 

To contact a member of the Houston Independent School District Child Find leadership team, click here

• systematic
• explicit 
• research-based  
• focused on closing achievement gaps for all students
• designed for early prevention of instructional difficulty

• instruction that focuses on needs or weaknesses identified through screenings or diagnostic assessments
• typically flexible small groups
• often taking place at an alternate time or place
• supported by research
• fluid based on need which can affect curriculum focus, duration, frequency, size of group, etc. . .
• progress monitored, generally on a weekly basis 

Tier Three, only 1 - 5% of students, differs in group size as this is much more individualized instruction, duration, frequency of progress monitoring, focus, and time of instruction.  It is designed for students that did not respond to Tier Two intervention or those who demonstrate significant needs that warrant intensive instruction or intervention.  Again, it is supplemental to Tier one instruction. 

There are three basic types of assessment that occur within the RtI framework: 

• Universal screening is a brief assessment of academic skills administered to all students to determine whether students demonstrate the skills necessary to achieve grade-level standards.  This type of data is a good benchmark for measuring the improvement of a group, class, or individual.  
• Progress monitoring uses formative assessments to determine rate of progress, effectiveness of instruction, and need for additional assessment.  These typically are at the students' skill or instructional level.  These are usually given bi-weekly.
• Diagnostic assessments usually provide greater detail about individual students' skills and instructional needs.

Texas Education Agency (TEA)

For additional information, click the link below.

RTI Module